Relación entre motivación e inteligencia emocional en Educación Física: una revisión sistemática (Relation between motivation and emotional intelligence in Physical Education: A systematic review)

Carlos Fernández-Espínola, Bartolomé J. Almagro

Resumen


El objetivo de este trabajo fue realizar una revisión sistemática para conocer el estado actual del estudio de las relaciones entre los factores sociales de la teoría de metas de logro y la teoría de la autodeterminación, las necesidades psicológicas básicas y las regulaciones motivacionales, sobre la inteligencia emocional. La búsqueda se realizó en las bases de datos Web of Science, Scopus y SportDiscus. De los 62 resultados iniciales, se seleccionaron 6 artículos que cumplían los criterios de elegibilidad establecidos con anterioridad. Los resultados mostraron que la orientación de meta de aproximación-tarea, el clima tarea, la satisfacción de las necesidades psicológicas básicas y los tipos de motivación más autodeterminados se asocian de forma positiva con la inteligencia emocional. De forma opuesta, la regulación motivacional externa y la desmotivación se relacionan de forma negativa con la inteligencia emocional. Asimismo, dentro de la secuencia propuesta por la teoría de la autodeterminación, la inteligencia emocional parece comportarte como un mediador entre los antecedentes sociales y la satisfacción de los mediadores psicológicos, al mismo tiempo que parece tener un efecto directo como predictor de los diferentes tipos de regulaciones motivacionales. No obstante, son necesarios más estudios que muestren causalidad entre estas variables.

Abstract. The aim of this paper was to carry out a systematic review to show the current state of research on the relationship between the social factors from the Achievement Goal Theory and the Self-Determination Theory, the basic psychological needs and motivational regulations, and emotional intelligence. The search was made in the Web of Science, Scopus, and SportDiscus databases. From the 62 initial items, we selected 6 articles that met the eligibility criteria previously established. Our findings showed that goal orientation of approach-task, task climate, satisfaction of basic psychological needs, and the most self-determined types of motivation are associated with emotional intelligence in a positive way. Conversely, external motivational regulation and amotivation are negatively related to emotional intelligence. Also, based on the sequence proposed by the Self-Determination Theory, emotional intelligence seems to behave as a mediator between social factors and satisfaction of the basic psychological needs. Furthermore, emotional intelligence seems to have a direct effect as a predictor of different types of motivational regulations. However, more studies are necessary to show causality among these variables.

Palabras clave


autodeterminación, metas de logro, inteligencia emocional, educación primaria, educación secundaria (self-determination, achievement goals, emotional intelligence, primary education, secondary education)

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Referencias


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